A SYLLABUS 

—IN 

SPELLING AND 
PRONUNCIATION 



By 

EDWIN C. BROOME 

Superintendent of Public Instruction 

AND 

JACQUES W. REDWAY 

Board of Education 
Mount Vernon, N. Y. 




THOMPSON BROWN COMPANY 

Johnson Blagden & McTurnan 
Boston New York Inianapolis 



A SYLLABUS 

IN 

SPELLING AND 
PRONUNCIATION 



By 

EDWIN C. BROOME 

Superintendent of Public Instruction 

AND 

JACQUES W. REDWAY 

Board of Education 
Mount Vernon, N. Y. 



Adopted for Use in the Public Schools 

of Mount Vernon, New York 



THOMPSON BROWN COMPANY 

Johnson Blagden & McTurnan 
Boston New York Inianapolis 



K 



y& 



Copyright 1912, by 
Johnson Blagden & McTurnan Inc. 



©CU328810 



A SYLLABUS OF SPELLING 
AND ORTHOEPY 

A.— SPELLING 

I. — Steps in the Preparation of the Lesson: 

No word has been mastered by a pupil until he knows its 
pronunciation, its syllabication (if a word of more than one syl- 
lable), its meaning or use, and its spelling. 

Pupils should be trained to observe these four requirements in 
preparing a new lesson. 

II. — Methods to be Employed in the Preparation of a Lesson: 

1. — Pronunciation. — In the primary grades the teacher must 
be the authority in pronunciation. In assigning a new lesson, the 
teacher should pronounce each new word correctly, slowly, and 
distinctly, the children repeating. In the upper grades (above 
the fifth), the children should be taught to use the dictionary in 
the preparation of the lessons. 

2. — Syllabication. — In the primary grades the teacher should 
write the syllabicated words on the board, if they are not syllabi- 
cated in the speller. Children in the upper grades should get the 
syllabication from the dictionary, if it is not indicated in the 
spelling book. 

S. — Meaning and Use. — Do not waste time in defining com- 
mon words, like horse, house, man. Concentrate effort on the new 
and unusual words. In the primary grades the meaning can 
sometimes be obtained from the better informed pupils. Usually, 
however, the teacher will need to supply it when assigning the new 
lesson. In the upper grades the children should consult the dic- 
tionary. Considerable care is necessary to induce pupils to select 
the most appropriate meaning of several meanings given. 

4. — Spelling. — There are several ways in which a pupil may 
prepare the spelling of a word. Writing the word on paper five 
or ten times is not recommended. The following procedure is sug- 
gested: The pupil notes the words in the assigned lessons which 
appear unusual, or which he cannot spell. He concentrates his 
attention upon these words, one at a time, as follows: (1) He 



looks closely at the word as printed in the book or written on the 
board; (2) he writes it once on paper, dividing into syllables (if a 
word of two or more syllables) ; (3) he scrutinizes closely the 
written word; (4) he closes his eyes, or turns the paper over, and 
spells the word mentally, trying to form a picture of it; (5) he 
looks again at the written word, if necessary, and writes it on the 
back of the paper from memory. After he has dealt with each 
word in this manner, he should try to write the whole list from 
memory. The object of this method is not only to provide several 
approaches to the new word, but also to train the memory to retain 
its form. Mere repetition, whether written or oral, will not pro*- 
duce a lasting impression. 

III. — Conducting the Lesson: 

Both written and oral spelling should be practiced. It is a 
good plan to have the words spelled orally before they are written. 
In dictating the words a teacher's pronunciation should be strictly 
accurate, and her enunciation distinct. The meaning of each 
word, excepting the most common ones, should be brought out. 
The following method has brought excellent results : The teacher 
gives a sentence which illustrates the meaning of the word, and 
then repeats the word ; for example, "The eel is a kind of fish — 
eel." The pupils write the word, syllabicating, if a word of two 
or more syllables. Another successful method is as follows : The 
teacher pronounces each word slowly and distinctly; the pupils 
write the words as given. After each word is written a pupil is 
called upon to recite orally a sentence illustrating the meaning of 
the word. In the upper grades giving the definition will usually suf- 
fice. Also, in the upper grades the pupils may be required to use 
the last half of the spelling period for writing original sentences 
using the words of the day's lesson. Concert recitations are not 
recommended. In oral spelling pupils should pronounce the words 
distinctly before and after spelling, and indicate the syllabication 
by a pause between syllables. Words commencing with a capital 
letter should be always thus designated. Words with double let- 
ters, like book, should be spelled as follows : b, double-o, k — book. 

IV. — The Assignment of the New Lesson. 

Where the lesson is not a review, only three or four new 

4 



words a day should be given in the primary grades, and five or six 
in the grammar grades. Remember that a complete mastery of a 
hundred new words during a term is preferable to a superficial 
knowledge of five hundred. In assigning a new lesson, the teacher 
should pronounce distinctly each new word, and point out peculiar 
difficulties, such as those in colonel, separate, February, and re- 
ceive. The pupils should be urged to concentrate attention on the 
difficult words. When a new word has one or more homonyms, 
like (see, sea), (vain, vein, vane), (hear, here), the homonyms 
should be dwelt upon and the differences in meaning pointed out. 

V. — The Sources from Which the Lessons May Be Drawn. 

1. In Grades 1 and % the spelling words will come chiefly 
from the reading lessons. Other sources, such as nature, the home, 
play, and games, may be drawn upon. Simple and common words 
should be selected, in preference to those which are difficult and 
unusual. 

2. At the beginning of the third grade a spelling book 
should be used. It is too much to ask the teacher to prepare the 
lists of words used in the daily lessons. 

3. In every grade the lists from the spelling book should be 
supplemented by words from other sources — history, geography, 
arithmetic, physiology, etc. 

VI. — Reviews. 

Reviews should be frequent. Dictation exercises are a very 
satisfactory form of review in the primary grades. Each teacher 
should keep in a notebook an alphabetical list of the words which 
give her class especial difficulty, and should give occasional reviews 
from this list. It is well for every pupil to write in a notebook 
every word misspelled in the daily spelling lesson. This list 
should be supplemented by words misspelled by the pupil in writ- 
ten composition. Every Friday, for review, the teacher might 
require the members of the class to spell the words in their lists. 
This could be made either an oral or a blackboard exercise. The 
teacher should include in her general list of difficult words the 
words which occur most frequently in the lists given by the pupils. 
It is a good plan, also, to keep a list of the most troublesome 
words on the blackboard where the pupils may see them frequently. 



When words from this list are to be given in a lesson, the list may 
be concealed. When the teacher feels reasonably certain that a 
word in the list has been mastered by all members of the class, it 
may be erased, and another may be placed in the space. Some 
teachers have had good results by writing the more troublesome 
words in the board list with colored chalk. Where there is one 
especially difficult element in a word, like the colo in colonel, 
that element only should be written in colored chalk. Words may 
be written or printed on "sight cards" for rapid review. A good 
substitute is to write the word slowly on the board, and then erase. 
In reviews, again, concentrate effort on the difficult words. 

The frequency of reviews depends upon so many conditions 
that no definite directions can be given. The following proportion, 
however, is suggested : Three lessons a week from the speller, one 
lesson from the supplementary list, one review. 

Under reviews comes the spelling match. An occasional 
"spelling down" is both interesting and stimulating; but a few 
cautions should be given: (1) Don't have spelling matches too 
often; (2) don't array girls against boys; (3) don't leave the 
choosing of the sides entirely to the pupils; (4) don't give words 
which only one pupil in a hundred will ever use again in his life- 
time, even if they do appear in the spelling book. When high 
school students constantly stumble on such words as there, 
practice, distinct, principal (of a school), receive, and separate, 
it is folly to waste time in the elementary school upon such words 
as transubstantiation, ecumenical, and eleemosynary. 

VII. — Methods of Correction: 

The practice of exchanging papers for correction is not wise. 
It is better for the children to correct their own papers, while the 
teacher, or one of the best spellers in the class, gives the correct 
spelling. The check mark ( V ) is used in the business world 
as a mark of approval or accuracy. The cross ( X ) is used to 
indicate errors. These marks, when used, should always be placed 
at the left of the word. The children should be trained to mark 
and rate their own papers. It is a useful exercise to develop hon- 
esty. As a check on the pupils, however, the teacher should fre- 
quently review the corrected papers. Before pupils hand in writ- 



ten work of any kind, they should be required to look through it 
for errors in spelling. In this way man} 7 errors due to carelessness 
may be prevented. 

VIII. — Additional Suggestions : 

In addition to the several methods and devices presented 
above, there are others as good, if not better, which will occur to an 
ingenious and resourceful teacher. Some teachers will find a few 
simple rules to be helpful. Several rules will be found in almost 
any good spelling book. For instance, Van Wagenen's "Dictation 
Day by Day," Fifth Year, pp. 87, 88, 89, contains several good 
ones. Rules should always be taught inductively. That is, the 
pupils should be led to induce the rule from specific cases within 
their knowledge. 

The significance of prefixes and suffixes should receive some 
attention in the upper grades. 



OUTLINE. 

First Year. 

Modern methods of reading introduce new words through 
their phonetic elements. No regular lessons in spelling need be 
given. 

• Second Year — First Term. 
(Daily Lessons — 15 Minutes Each.) 
At least 100 common words selected from readers, and other 
sources. A simple speller is recommended. Recitations, both oral 
and written. Dictation. Frequent exercises in spelling words with 
a common phonic element, like light, fight, bright. For further 
directions see Syllabus. 

Second Year — Second Term. 
(Daily Lessons — 15 Minutes Each.) 
At least 100 common words selected from spelling book, also 
from readers and other sources. Review words frequently mis- 
spelled. Frequent exercises in spelling words with a common 
phonic element. Spelling, both oral and written. Dictation. For 

7 



method see Syllabus. 

Third Year — First Term. 
(Daily Lessons — 15 Mmutes Each.) 
At least 150 words selected from spelling book, readers, and 
other sources. Reviews of words frequently misspelled. Abbre- 
viations taught as spelling elements. Only common abbrevia- 
tions, such as Mr., Mrs., Dr., and those of days of the week, and 
the months. Spelling, both oral and written. Dictation. For 
method, see Syllabus. 

Third Year — Second Term. 
(Daily Lessons — 15 Minutes Each.) 

At least 150 words selected from spelling book, readers, and 
other sources. Review of words frequently misspelled. Abbre- 
viations continued. Oral and written spelling. Dictation. For 
method see Syllabus. 

Fourth Year — First Term. 
(Daily Lessons — 15 Minutes Each.) 
At least 200 words selected from the spelling book, readers, 
geography, and other sources. Reviews of words frequently mis- 
spelled. Simple contractions. Oral and written spelling. Dicta- 
tion. See Syllabus for method. 

Fourth Year — Second Term. 
(Daily Lessons — 15 Minutes Each.) 

At least 200 words selected from spelling book, readers, ge- 
ography, and other sources. Review of words frequently mis- 
spelled. Simple contractions. Oral and written spelling. Dicta- 
tion. See Syllabus for method. 

Fifth Year — First Term. 

(Daily Lessons — 20 Minutes Each.) 

At least 250 new words from spelling book, readers, geog- 
raphy, history, and other sources. Review of words frequently 
misspelled. Special attention to hyphenated words, and to sylla- 
bication, and to irregular plurals, like fly — flies, mouse — mice, 
leaf — leaves. Oral and written spelling. See Syllabus for method. 



Fifth Year — Second Term. 
(Daily Lessons — 20 Minutes Each.) 
At least 250 new words from spellers and other sources. 
Review of words frequently misspelled. Special attention to 
hyphenated words, and syllabication. Stems. The more common 
prefixes and suffixes, like con, com, pre, ab, ad, im, in, mis, un, and 
ness, less, ing, ful. Oral and written spelling. See Syllabus. 

Sixth Year — First Term 

(Daily Lessons — 20 Minutes Each.) 

At least 300 new words from spelling book and other sources. 
Review of words frequently misspelled. Stems, prefixes, and suf- 
fixes. Training in use of dictionary. Occasional exercises in ar- 
ranging lists of words alphabetically. Accurate spelling required 
in all written exercises. Oral and written spelling. See Syllabus. 

Sixth Year — Second Term. 

(Daily Lessons — 20 Minutes Each.) 

At least 300 new words from speller and other sources. Re- 
view of words frequently misspelled. Use of the dictionary. Oc- 
casional exercises in arranging lists of words alphabetically. Ex- 
ercises in analysis of words so that children will acquire the habit 
of getting the meaning of a word from its component parts. Ac- 
curate spelling required in all written exercises. Oral and written 
spelling. See Syllabus. 

Seventh Year — First Term. 
(Daily Lessons — 20 Minutes Each.) 
At least 300 new words from speller and other sources. Re- 
view of misspelled words. Use of the dictionary. Occasional exer- 
cises in arranging lists of words in alphabetical order. Continued 
exercises in analysis of words. Exercises in the use of synonyms ; 
for example, in a group of synonyms pupils should be trained 

(a) to give the meaning common to all the words of the group; 

(b) to give the special meaning of each word, and (c) to indicate 
the distinctive meaning of each word. Accuracy in spelling re- 
quired in all written work. Oral and written spelling. See Sylla- 
bus. 



Seventh Year — Second Term. 
(Daily Lessons — 20 Minutes Each.) 

At least 300 words from spelling book and other sources. 
Especial attention to historical and geographical names. Reviews 
of misspelled words. Continued exercises in use of the dictionary, 
analysis of words, and synonyms. Accurate spelling required in 
all written work. Oral and written spelling. See Syllabus. 

Eighth Year — First Term. 
(Daily Lessons — 20 Minutes Each.) 

At least 300 words from spelling book and other sources. 
Exercises in use of dictionary, the analysis of words, and syno- 
nyms continued. Reviews of misspelled words. Accuracy in spell- 
ing required in all written work. Oral and written spelling. See 
Syllabus. 

Eighth Year — Second Term. 
(Daily Lessons — 20 Minutes Each.) 

No specific amount of work is designated for this grade. 
There should be a great amount of drill upon words which the 
pupils have frequently misspelled in their written work. Mr. 
Prince, formerly secretary of the Massachusetts State Board of 
Education, compiled the following list of words most likely to be 
misspelled by pupils : 

Money, knife, shoes, ladies, which, whose, where, there, their, 
piece, would, watch-chain, lead-pencil, window-curtain, yours, 
comb, crayon, door-key, floor, believe, guess, through, threw, 
dropped, walked, laughed, aunt, father, ought, ache, dozen, fruit, 
Wednesday, beautiful, flowers, sugar, color, collar, brother's, 
baby's, whole, pair, eight, half, twelve, tough, button, caught, 
neighbor, minute. 

The review lists in* standard spelling books furnish good 
material. Past Regents' examination papers in spelling furnish 
good lists. The following list of 100 words was given at the 
inter-city spelling match, held at a recent meeting of the National 
Education Association : 

10 



poem 


precede 


brethren 


irrelevant 


which 


negroes 


surprise 


partition 


Arctic 


analyze 


professor 


sovereign 


until 


fulfill 


governor 


geography 


elm 


cleanse 


similar 


stationery 


pursue 


exercise 


foreigner 


accommodate 


iron 


together 


architect 


convenience 


except 


through 


millinery 


acquiesce 


deceit 


detached 


cemetery 


restaurant 


siege 


hygiene 


misspelled 


noticeable 


niece 


victuals 


benefited 


miniature 


alley 


athletic 


February 


management 


sugar 


a several 


conscience 


changeable 


ceiling 


equipage 


regretted 


occurrence 


chimney 


separate 


curiosity 


character 


capitol 


parallel 


persevere 


handkerchief 


muscle 


disease 


particular 


principal 


balloon 


potatoes 


divisible 


government 


cistern 


. business 


supersede 


prejudice 


origin 


judgment 
(judgement) 


committee 


admittance 


whether 


adj acent 


embarrass 


necessarily 


develop 


analysis 


beginning 


preparation 


grammar 


occasion 


descendant 


mischievous 


pumpkin 


mischief 


vertical 


laboratory 


lettuce 


disappear 


recognize 


privilege 



Continued drills in the use of the dictionary, in arranging 
lists of words alphabetically, in analysis of words, and in the use 
of synonyms. See Syllabus. 



11 



APPENDIX. 

I. — List of the more common abbreviations: 



Mr. — Mister 

Mrs. — Mistress 

Messrs. (Messieurs) — Gen- 
tlemen 

Dr. — Doctor 

Gov. — Governor 

Rev. — Reverend 

Prin. — Principal 

Lieut. — Lieutenant 

Capt. — Captain 

Maj. — Major 

Col.— Colonel 

Gen. — General 

Com. — Commander 

Pres. — President 

Prof. — Professor 

Supt. — Superintendent 
Used in catalogue lists, 
newspapers, etc., but not in 
formal writing. 

Hon. — Honorable 

Bro. — Brother 

Jr. — Junior 

Sr. — Senior 

Esq. — Esquire 

Sec. — Secretary 

Treas. — Treasurer 

Ave. — Avenue 

St. — Street, Saint 

U. S. A. — United States 
Army, or United States of 
America 

U. S. N. — United States 
Navy 

U. S. M. — United States 
Mail 



Fri. — Friday 
Sat. — Saturday 
Jan. — January 
Feb. — February 
Mar. — March 
Apr. — April 
Aug. — August 
Sept. — September 
Oct. — October 
Nov. — November 
Dec. — December 
No abbreviations for May, 
June, July, 
min. — minute 
hr. — hour 
da. — day 
wk. — week 
mo. — month 
yr. — year 
in. — inch 
ft.— foot 
yd. — yard 
rd. — rod 
mi. — mile 
doz. — dozen 
pk. — peck 
bu. — bushel 
gi.— gill 
pt. — pint 
qt. — quart 
gal. — gallon 
oz. — ounce 
lb. — pound 
T.— ton 
ex. — example 
ans. — answer 



12 



G. A. R. — Grand Army of 
the Republic 

Co. — Company, County 

P. O.— Post Office 

P. S. — Postscript 

MS. — Manuscript 

N. B.— Take notice 

R. S. V. P. — Please answer 

R. R. — Railroad 

Nat . — National 

N. E. — Northeast 

N. W.— Northwest 

S. E. — Southeast 

S. W.— Southwest 

C. O. D. — Cash on delivery 

Cr. — Creditor or credit 

Dr. — Debtor or debit 

F. O. B. — Free on board 

B. C— Before Christ 

A. D.— After birth of Christ 

A. M. — Before noon 

M. — Midday 

P. M. — Afternoon, also Post 
Master 

Sun. — Sunday 

Mon. — Monday 

Tues . — Tuesday 

Wed. — Wednesday 

Thurs . — Thursday 



no. — number. 

amt. — amount 

fig. — figure 

vol. — volume 

p.— page 

pp. — pages 

pr. — pair 

doz. — dozen 

qr. — quire 

bbl. — barrel 

lat. — latitude 

long. — longitude 

acct. or a/c — account 

bal. — balance 

agt. — agent 

coll. — collect 

pd. — paid 

payt. — payment 

reed. — received 

rect. — receipt 

mdse. — merchandise 

int. — interest 

dis. — discount 

chap. — chapter 

per. — by, per cent. 

do. — ditto 

etc. — and so forth 

pkg. — package 



Consult a standard geography for the abbreviations of the 
names of States, and other geographical names. There are no 
legitimate abbreviations for cities and towns. 



II. — Some common contractions: 

I'm — I am isn't — is not she's — she is 

I've— I have aren't — are not he's — he is 

I'll — I will wasn't — was not it's — it is 

we're — we are weren't — were not who's — who is 

we've — we have hasn't — has not that's — that is 

we'll — we will haven't — have not what's — what is 

you're — you are hadn't — had not here's — here is 

you've — you have can't — can not there's — there is 

you'll — you will won't — will not where's — where is 

they're — they are sha'n't — shall not 'tis — it is 

they've — they have couldn't — could not e'en — even 

they'll — they will wouldn't — would not e'er — ever 

don't — do not shouldn't — should not ne'er — never 

doesn't — does not he'd — he would oe'r — over 

didn't — did not she'd — she would 'mid — amid 

III. — List of the more common prefixes: 

e, ex — out, out of; examples — eject, extract, 
mis — wrong, wrongly; examples — misuse, misunderstand, 
re — back, again; examples — return, rebuild, 
un — not, back; examples — uncommon, unbend, 
in, im — in, into, not ; examples — invade, incorrect, 
out — more than, beyond; examples — outline, outside, 
over — above, beyond; examples — overcharge, overlook, 
pre — before; examples — prescribe, prevent, 
dis — not, away; examples — disagree, discharge, 
trans — across, beyond, through; examples — transcontinental, 
transport, transparent. 

en — in, into ; example — enclose. 

a — on, in; examples — afoot, abed. 

be — at; examples — before, beside. 

con, com — together; examples — conduct, compress. 

de — from away; examples — detract, depart. 

inter — among, between; examples — intermix, international. 

mal — badly ; example — maltreat. 

14 



IV. — Some common suffixes: 

or, ar, er — one who, that which ; examples — director, beggar, 
builder. 

er — more ; examples — greater, larger. 

est — most ; examples — brightest, longest. 

less — without; examples — endless, motionless. 

ful — full of; example — truthful, beautiful. 

ly — in manner of; examples — surely, rapidly. 

ous, ious, eous — full of, worthy of ; examples — dangerous, in- 
dustrious, righteous. 

eer, ier — one who ; examples — engineer, cashier. 

an, ian — one who, pertaining to ; examples — American, his- 
torian. 

ness — having quality of ; example — weakness. 

ish — having quality of; examples — foolish, gawkish. 

en — made of, to make; examples — golden, cheapen. 

ward — toward ; example — homeward. 



15 



B.— ORTHOEPY 

An analysis of the various letters will be helpful in establish- 
ing a better pronunciation of English words. 

I. — Consonants. 
C. The consonant "c" is not likely to give trouble. It is 
well to bear in mind that in English it has no specific sound of 
its own. In most words in which it is followed by "e," "i," or "y" 
it has the sound of "s"; followed by "a," "o," or "u," it is like 
"k" ; in a few exceptional words, "discern," "suffice," and "sacri- 
fice," it takes the sound of "z"; in such words as "oceanic" and 
"pronunciation," it acquires the sound of "sh." 

Ch. The digraph "ch" is used empirically to represent a 
sound which has no specific character to represent it. The com- 
bination "tsh," which is sometimes used to indicate it, is at best a 
very crude and imperfect representation. The normal sound of 
the combination occurs in the words "church," "much," etc. 
There will be little or no difficulty in exacting the proper pro- 
nunciation. It will be well to note the words in which it has the 
sound represented by "sh" — "chaise," "machine," "chandelier," 
etc. ; note also a number of words in which it has the sound of "k," 
as "chorus," "echo," etc. 

CI, Gl. The combinations "cl" and "gl" rarely give trouble, 
and certainly they should not. Now and then, however, a pupil 
will be found who substitutes "tl" and "dl" therefor. The differ- 
ence is difficult to detect, and will elude the teacher's notice unless 
carefully sought. It will be wise to make a test upon suspected 
cases, using a list of a dozen selected words. 

Gh. The digraph "gh" may have the sound of "g," as in 
"ghost" ; of "f," as in "laugh" ; or it may be silent, as in 
"though." Formerly it possessed a coarse, gutteral sound much 
like "ch" in the German tongue. This sound is partly preserved 
in Scotch and Irish names to-day, as in "lough," "Dougherty." 

J. The consonant "j" has normally the sonant sound of 
"ch," as in "jug"; it also is represented by "g" where the latter 
is followed by "e," "i," or "y." In a few words, such as "ver- 
dure," slipshod pronunciation tends to give "du" the sound of 

16 



"ju." It will be wise to stamp out such a tendency. 

N. The letter "n" followed by "g" is modified by a coales- 
cence with the latter, while the latter retains also its individual 
sound in some words, as "linger," but not in others, as in "singer." 
There may be a slight tendency to pronounce the first named 
"ling-er" ; rarely it may be pronounced "lin-ger" instead of "ling- 
ger." The teacher should exact a good sonorous sound of "ng" 
in such words as "ring," "strong." The last word itself is difficult 
to pronounce, and its repetition in unison is a good exercise. The 
chief difficulty, however, will be found in such words as "length," 
"strength," etc. Be careful to exa'ct the full sound of "ng"; be 
careful also to detect such slipshod pronunciation as "len'th" and 
"stren'th," and give the offenders individual practice. Note also 
that "n" before the sound of "k" has usually the value of "ng," 
as in "ink," "rank." 

Ph. The digraph "ph" is used to represent a letter in Greek 
having the sound of "f." In "Stephen" it naturally is modified to 
the sound of "v." In a few words — "diphthong," "naphtha," 
etc. — there is a distinct tendency to give it the sound of "p." 
And although this is recognized by several lexicographers, it can- 
not be regarded otherwise than slipshod and careless pronuncia- 
tion. The pupils should be held to the historic sound. 

Q. This is the least useful letter of the alphabet ; it is al- 
ways used in conjunction with "u." The combination has the 
value of "kw," except in a few words ending in "que," as "unique," 
"grotesque," and several others. 

R. Of the consonants, the sound of "r" is about the only 
one presenting much difficulty. Its chief sound, best represented 
by a repetition of the sound, as "r-r-r-r-r," the rough breathing of 
the Greek tongue, is rarely heard in English speech. In such 
combinations as "hero," "ruddy," "bright," etc., it is rarely mis- 
pronounced. It is apt to be slighted in such words and combina- 
tions as "part,", "more," etc. — that is, when preceded by a vowel. 
Thus, part may be pronounced "paht"; more, "mo-uh"; after, 
"af-tuh"; girl, "goil," etc. Many pupils are prone to eliminate 
the sound of "r" from such words as "first," "burn," "were," 
"hurt," etc. It will be well to look over the lessons for the pur- 

17 



pose of giving a necessary drill upon such words. In the words 
noted above, "r" has become practically a vowel. 

S. The consonant "s" has several sounds. Its normal sound 
occurs in "miss," "sir," "rest," etc. ; in "is," "please," "desire," and 
many other words, it takes the sound of "z." In most cases the 
approved pronunciation will be evident ; one cannot easily mispro- 
nounce such words as "yes," "sky," "lips," "snow," "ribs," 
"rides," "reason," or "dismal" ; but in such words as "discern," 
"disarm," etc., the teacher must be alert. Before "e," "i," and "u" 
this letter often takes the sound of "sh," as in "Asiatic," "nau- 
sea," "sure," and "mission"; or of "zh" in "pleasure," "confu- 
sion," and "visual." Errors in pronunciation are apt to occur in 
such words as "equation," "Asia," "version," "pronunciation," 
etc., and the teacher should look for them. 

Sh. The digraph "sh" has practically but one value — that 
in "wish," "ship," etc. It is not likely to be mispronounced. 

T. The consonant "t" is not likely to give trouble in pro- 
nunciation when preceded by a vowel. When preceded by "p," as 
in "apt," "crept," the combination requires practice. In com- 
bination with "ch," "gh," "b," and "c" in "yacht," "night," 
"doubt," and "indict," it has rendered those letters silent. In 
"mortgage," the letter itself has become silent. It is silent in 
such words as "hasten," "listen," "often," etc. Watch carefully 
for such faulty pronunciation. 

Th. The digraph "th" has two sounds, as in "thin" and 
"neither." These sounds do not occur in the German language, 
and pupils of German parentage are apt to use "t" and "d" to 
represent the corresponding sounds. In such cases direct the 
pupil to place the tongue between the teeth, breathe, and then add 
the rest of the word; thus — "th. . .in," "th. . .us." Look for 
any words in the lesson containing this combination that are 
likely to be incorrectly pronounced. The combination "thr" is 
very difficult, and pupils need to be drilled thoroughly on such 
words as "three," "thrifty," "thrill," "thrash," "throng," "throt- 
tle," "throat," etc. Look out for "t'rash," "t'roat," etc. Note 
some of the more common words, such as "Thomas," "thyme," 
and "Esther," in which the "h" is silent. 

18 



W. The letter "w" is a consonant in such words as "whip," 
"we," "wet," "will," etc., and practically a vowel in such words 
as "law," "how," "plow," "row," etc. Watch carefully for such 
pronunciation as "ror" and "lor," for "raw" and "law." 

X. The letter "x" has the value of "ks" in "box," "extra," 
"wax," "ox," and similar combinations ; in "extraordinary" and 
similar compounds, and in "luxurious," it acquires the sound of 
"kz"; in "anxious," "luxury," and a few others it gives to the 
vowel following it the sound of "sh." It will be well to look care- 
fully after the doubtful words, such as "exit," "exhaust," "lux- 
urious," "exhilarate," "exemplary" and others. At the beginning 
of a word, "x" has empirically the value of "z." 

Y. The letter "y" is used both as a consonant and a vowel. 
In such words as "yard," the sound is purely that of a consonant ; 
when preceded by a vowel, however, it is usually a vowel itself, hav- 
ing the sound of "a," or of "i." The sounds of "n" and "1" take 
after them the sound of consonant "y," in such words as "union," 
"pinion," "halliard," "million." In a number of such words as 
"joyous," "buoyant," etc., the sound of "y" is practically dou- 
bled, the first part being vowel, the last part consonant "y," the 
actual pronunciation being "joy-yus," and not "joy-us," as is 
commonly marked. 

There are several combinations that will require watchful 
care on the part of the teacher — mainly syllables from which the 
vowel sound is eliminated. Thus, the "e" in such words as 
"widen," "hidden," etc., is silent, and the words are pronounced 
"wid-'n," "hid-d'n," etc. ; in "fasten," "hasten," and similar words 
the "t" sound is also eliminated. Let us admit that this may be 
called slipshod pronunciation, but it is in the interest of agreeable 
sound. In a similar manner the final syllable of "bubble," "castle," 
"thistle," and similar words in each case is pronounced without a 
vowel sound ; in the last two words the "t" is also eliminated. The 
careless omission of the "g" from certain words ending in "ing" 
will also require watchfulness. In most cases the omission is con- 
fined to the present participial form. 

German, Russian, Italian, and Slavic children, especially 
those born in European countries, have each peculiarities of speech 

19 



that are commonly called "accent." There is but one thing before 
the teacher — namely, to eradicate such peculiarities, and train the 
pupils to acquire a standard English orthoepy. Nothing but con- 
stant and careful practice will yield the result. 



II. — Vowels. 

By far the greatest difficulty is found in reproducing the 
various qualities of the vowel letters. Two keys are in common 
use ; these are found in the Webster and the Standard dictionaries. 
Pupils should be familiar with both. For convenience the Web- 
ster key is used in this syllabus. 

Vowel letters differ both in quality and quantity ; thus "a" in 
"mat" differs in quality from "a" in "ball" ; "a" in "art" is 
quantitatively long, but in "artistic" it is short. Similarly, initial 
"e" in "even" is long in quantity; in "event" it is short. But "e" 
in "met" differs from either in quality. As a matter of fact, the 
quantity of a vowel will take care of itself. One cannot easily 
mispronounce the initial sounds of "at" and "air," "even" and 
"event," or "art" and "artistic." The study of quantity need 
not, therefore, demand any effort or time on the part of pupils of 
the elementary schools. 



The question of the quality of vowel sounds is one of not a 
little difficulty. Thus, the letter "a" is used to represent eight 
different sounds in the Webster, and four in the Standard; the 
letters "e," "i," "o," and "u" represent each three or more vowel 
sounds. 

A. Thus one may find the letter "a" used to represent the 
following : 

a as in "male," "fade," "debate," "remain" is a diph- 
thong, and is composed of the sound of "e" in "met" followed by 
the sound of "e" in "me," but quite as often having the value of 
"e-i." The difference between the two sounds is chiefly quantita- 
tive, and ranges between the sounds occurring in "ale" and 
"senate." 

20 



a as in "art" is usually called the Italian sound. It is long 
in quantity in "arm," short in "artistic," and somewhat modified 
in such words as "dance," "ask," "glass," etc. Educated people 
in England, Ireland, and some parts of the United States pre- 
serve the full Italian sound of the letter in such words, however; 
and certainly, if a musical pronunciation is desirable, the preserva- 
tion of the sound in these words is justifiable. 

a as in "at" is long in "air" and short in "mat." Its proper 
quality will give no trouble. It has been derived from the Italian 
sound by a natural change. Many actors and singers eschew it, 
using the shortened Italian sound instead. 

a as in "all" is sometimes called the broad sound of the 
letter. In several words, such as "daunt," "flaunt," etc., there is 
a strong tendency to revert to the Italian sound of the letter. 

In many words, such as "what," "wander," "quality," etc., 
the sound of the letter is practically lost, being replaced by a 
sound approaching "o" in "not." In "many," "any," and 
"against" it takes the sound of "e" in "met." In such words as 
"pare," "fare," the sound is practically identical with its sound 
in "air," although Webster and the Standard dictionaries note a 
distinction. This sound seems to have been derived from the 
sound of "a" in "male." 

E. "e" as in "eve" and "concrete" is long; in "event" it is 
short. There will be but little difficulty in obtaining the proper 
sound value. 

"e" as in "met," "better," "content" is frequently mispro- 
nounced in such words as "faucet," "budget," "argument," "re- 
cent," "sudden," "added," etc. In a few words "e" has the sound 
of "a," as in "prey," "feign." 

I. "I" as in "fine," "mighty," "hide" is clearly a diph- 
thong, having the -two sounds "a-e," or "a-i." It is not apt to be 
mispronounced. 

"I" as in "pin," "admit," "until" is sometimes incorrectly 
used for "e" before "d." Chemical names ending in "ine" and 

21 



"ide" are frequently mispronounced ; it is "iodine," not "iodine," 
"bromide," etc. 

"i" in a few words, "pique," "machine," etc., has the sound 
of "e." 

O. "6" as in "note" is a diphthong having very nearly the 
sound "u-oo," "o-oo," or "a-oo." Its diphthongal character is 
apparent, but there are no letters that exactly express the value 
of the elements composing it. In a few words, such as "obey," 
"poetic," and "tobacco," it is considered by some orthoepists as 
the quantitatively short sound of "o." Certain it is that it loses 
almost wholly its diphthongal character and becomes a single 
vowel. In a few words, such as "throat," there is a tendency to 
shorten the vowel so that the word sounds almost "thrut." In such 
words as "orb," "lord," "abhor," the sound of the vowel is con- 
siderably modified, almost losing its essential quality. In such 
words as "wolf" this is apparent ; in "son," "welcome," "other," 
etc., the sound of "u" is clear. 

"6" as in "not," "copy," "hostile," has a clear and distinct 
value that is not often mispronounced. In a few words, however, 
such as "often," "God," "song," "long," etc., there is a tendency 
to give it the sound of "a," as in all. This will require not a little 
watchfulness. 

U. "ii" as in "mute," "bureau," "pure," "emulate," "unite," 
is a diphthong having the sounds "1-00." The Standard Diction- 
ary represents it by two characters. In the words given above it 
cannot be readily mispronounced. In most other words, such as 
"issue," "Tuesday," "tune," "suit," "duty," it is almost always 
pronounced like "oo" in "hoot" — a slipshod speech which should 
be vigorously corrected. 

"u," as in "but," "circus," "much," is rarely mispronounced ; 
indeed it seems to be a goal toward which the sounds of "o" and 
"u" are tending. There are several other sounds of this vowel ; 
in "rude" it has practically the sound of "oo" in "food" ; in "push" 
it has the sound of "oo" in "foot." These seem to be the normal 
sounds, and they are the dominant sounds of the letter in most 
Teutonic languages to-day. It is well to drill pupils thoroughly 
on the distinction between the sounds of "u" in "mute" and 

22 



"rude" by making a list of a dozen or more words for occasional 
practice. 

There are several vowel combinations, as "ae," "ai," "au," 
"ea," "ei," "ie," "oa," "oo," "oi," "ou," "oy," "ua," 
"ue," "ui," and "uy." Of these "oi," "ou," and "oy" are diph- 
thongs, both vowels being sounded. In the others one or the other 
of the two is silent ; thus, in "broad" and "groats" the "o" is 
silent; in "foam" and "moat" the "a" is silent. 



III. — Suggested Exercises. 

Require the analytical pronunciation of words having diffi- 
cult letter combinations in conjunction with the reading lesson. 
Most likely the faulty pronunciation will be in one or another of 
the following series : 

bd, bid — robbed, drubbed, cribbed, throbbed, mobbed, stabbed, 
nabbed, bribed, inscribed, troubled, scribbled, scrambled, doubled, 
etc. 

dl, tl — needle (not nee-dul), paddle, middle, noddle, whittle, 
throttle, battle, hospital. 

dn, tn — pardon (the "o" is silent), widen, burden, listen 
(liss'n), batten, cotton, mutton, wooden. 

fl — flame, flight, flock, flatter, flageolet, flag. 

ft, fv — thrift, craft, mufti, crafty, draught, lofty, wives, 
thrives, contrives, waves, loaves, grooves, loathes. 

gd, gld — drugged, bagged, nagged, struggled, gurgled, 
haggled, wriggled, rugged, wrinkled. 

gr — graves, graphite, griffith, programme, graphophone, 
griggs, groats. 

kt — knocked, strict, thwacked, mocked, wrecked, fact, kicked. 

mth, nth — warmth, tenth, eleventh, anthem, anthropology. 

ngth — length, strength. 

pt — whipped, stripped, rapped, cropped, abrupt, corrupt. 

r, er — after (not af-tiih), part, Arthur, car-fare, artery, 

23 



DEC 17 1912 



roar, raw, wrestle, through, fern, third, work, burn. 

str — straight, strong, struggle, stringency, structural, 
strongmindedness, straightforwardness, strangeness. 

thr, thw — thrown, threadbare, thrust, throng, throttle, 
threshold, thralldom, thwack, thwart. 

a — fame, party, faulty, spatter, arm, artistic, aeroplane, 
aerated, psalm, ask, dance, Bahia (ba-e'-a), law, natural. 

e — travel (not -il), budget (not -it), couplet, bevel, recent, 
argument, equipment, faucet, noted, open. 

i — juvenile (not -lie), puerile, appendicitis, iodine, chlo- 
ride. 

o — hortatory, God (not gawd), oracle, 5racular, oval, opera, 
onwards, companion. 

u — produce (not oos), nature (nat-yur, not na-cher), mute, 
turn, Tuesday, creature, moisture, usage, nuisance, fortune, tune, 
rude, Munich, Irkutsk, Russia, Lulu, Luzon. 

The foregoing are merely suggested. The best exercises will 
be those which teachers themselves prepare, using their daily 
lessons as a basis for selection. 



24 



!:,!,?, RARY 0F CONGRESS 



021 773 066 1 



